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Lesson 1 Handout 1Close Reading Devices Handout Name____________________________________________ Period_________Using your textbook or , define the device in the left box and then provide two examples of that device in the box to the right.Definition and Textbook Example of TermExamples of UseDenotationConnotationDictionImageryDetailsAlliterationAssonanceConsonanceOnomatopoeiaSimileMetaphorAllusionPersonificationSymbolSyntaxAuthor’s PurposeToneMoodVoiceRepetitionParallel StructureAnaphoraPlot/ConflictIrony CharacterizationLesson 1 Handout 2English IIName_________________________________________________________Period____________________________ Date_____________________Annotating/Close Reading/Common Core Lesson: Fahrenheit 451Standards Taught:CC: RL4 Denotative/Connotative; L5 Understand figurative language, context, connotationGuiding Question: What do our customs and beliefs reveal about us as a society?Part 1:VocabularyPage or Paragraph Denotative and Connotative VocabularyWord Part or Context Clue?Page or Paragraph Denotative and Connotative VocabularyWord Part or Context Clue?#2changedQuote: “It was a special pleasure to see things…changed.”Def: to make the form, nature, or course of something different from what it is or should beCC – “eaten,” “blackened”#3singedQuote: “Montag grinned the fierce grin of all men singed and driven back by flame.”Def: CC – #2stolidQuote: “With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame…”Def: CC – #4minstrelQuote: “…he might wink at himself, a minstrel man…”Def: 1)medieval musician 2) CC – 1) “hands the hands of some amazing conductor” 2) Part 2: AnnotationBefore annotating, you must have a focus or purpose. This is often provided through a prompt. Read and mark the following prompt before reading the passage.Prompt: In the following excerpt from Fahrenheit 451, Ray Bradbury introduces a society unlike our own. Write an essay in which you analyze how Bradbury uses patterns of language in this passage to reveal the customs and beliefs of this society. Marking the prompt: In the second sentence of the prompt, underline the concrete elements (the devices); box the abstract ideas or concepts (tone, mood, purpose, theme, etc)Reading #1 – Follow along on your text while the excerpt is read aloud.Reading #2 – Using the subject matter of the prompt as your guide, mark your text when you find examples of your assigned literary device and marking technique. Circle the device you are assigned: diction, imagery, details, sound devices (assonance, consonance, alliteration, onomatopoeia), comparisons (metaphor, simile, personification), symbols, syntax (sentence patterns and structure), repetition, plot/conflict, irony, and characters. This may take 2-3 readings to find your examples.Part 3: Guided Reading NotesAfter you have annotated your paper, discuss among the other students who were also assigned your device what pattern that particular device reveals about the customs and beliefs of this society. Come to a consensus and then write your insight in the chart below. Aim for three entries per device unless directed otherwise. Groups will then share their findings with the class.DeviceEvidenceInsight into the customs and beliefs of societyDictionWord choice; 1-2 words each; group in 3sImagery5 senses: see, hear, taste, smell, touchDetailsFacts, observations, incidents which impart voice*SoundAlliteration, assonance, consonance, onomatopoe-ia(Compari-Sons)Simile, metaphor, personifica-tion, allusionSymbols{Syntax}Author’s style, sentence structure, voice√Repeti-tionof words, phrases, sentencesPlot/Conflict～～～～～1 ExampleIrony![Charac-teriza-tion]Lesson 1 Handout 3Fahrenheit 451 by Ray BradburyPart One: The Hearth and the Salamander1) It was a pleasure to burn.2) It was a special pleasure to see things eaten, to see things blackened and changed. 3) With the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the world, the blood pounded in his head, and his hands were the hands of some amazing conductor playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history. 4) With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame with the thought of what came next, he flicked the igniter and the house jumped up in a gorging fire that burned the evening sky red and yellow and black. He strode in a swarm of fireflies. 5) He wanted above all, like the old joke, to shove a marshmallow on a stick in the furnace, while the flapping pigeon-winged books died on the porch and lawn of the house. 6) While the books went up in sparkling whirls and blew away on a wind turned dark with burning.7) Montag grinned the fierce grin of all men singed and driven back by flame. 8) He knew that when he returned to the firehouse, he might wink at himself, a minstrel man, burnt-corked, in the mirror. 9) Later, going to sleep, he would feel the fiery smile still gripped by his face muscles, in the dark. 10) It never went away, that smile, it never ever went away, as long as he remembered.Bradbury, Ray. Fahrenheit 451. New York: Ballantine Books, 1953.Lesson 1 Handout 4 (3 pages)SUMMATIVE ASSESSMENT FOR ANNOTATING/CLOSE READING LESSON FOR FAHRENHEIT 451Read the following excerpt from Ch. 1 of To Kill a Mockingbird and answer the questions that follow.Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then: a black dog suffered on a summer’s day; bony mules hitched to Hoover carts flicked fliesin the sweltering shade of the live oaks on the square. Men’s stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three-o’clock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum.People moved slowly then. They ambled across the square, shuffled in and out of the stores around it, took their time about everything. A day was twenty-four hours long but seemed longer. There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb County. But it was a time of vague optimism for some of the people: Maycomb County had recently been told that it had nothing to fear but fear itself.Lee, Harper. To Kill a Mockingbird. New York: Warner Books, 1960.SUMMATIVE ASSESSMENT QUESTIONSI. Literary Devices: Match the literary devices from the box below to its quote. Some devices may be used more than once, and some may not be used at all.a. dictionb. imageryc. symbolsd. onomatopoeiae. alliterationab. ironyac. syntaxad. allusionae. similebc. metaphorbd. personificationbe. repetition1. “Maycomb County had recently been told that it had nothing to fear but fear itself.”2. “it was a tired old town”3. “flicked flies,” “sweltering shade”4. “Ladies…were like soft teacakes”5. “streets turned to red slop; grass grew on the sidewalks”6. “Men’s stiff collars wilted”7. “slowly,” “ambled,” “shuffled”8. “flicked”9. “nowhere to go, nothing to buy,…nothing to see”10. “Somehow it was hotter then: a black dog suffered on a summer’s day”II. Inferencing: Match the quotes from the passage with its inference placed in the box. These may be used more than once.a. Time has seemingly stood still here causing the town to age and wither under harsh conditions.b. An economic depression has severely affected Maycomb, to the point that its residents hold little hope of relief.c. There are prescribed gender roles with unspoken social expectations and rules.11. “There was…nothing to buy and no money to buy it with”12. “Ladies bathed before noon, after their three-o’clock naps, and by nightfall were like soft teacakes”13. “grass grew on the sidewalks, the courthouse sagged in the square.”14. “Men’s stiff collars wilted by nine in the morning.”15. “People moved slowly…ambled across the square, shuffled in and out of the stores around it" ................
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